GPS: MM2G3. Students will understand the properties of circles.b. Understand and use properties of central, inscribed, and related angles.
Learning Outcomes:# Students will be able to identify parts of a circle.
Students will be able to classify problems based on properties.
Students will be able to evaluate problems using the appropriate property.
Students will be able to create application problems of circle properties in real life.
Students will be able to discuss properties of circles mathematically.
Instructions: Welcome to Module 3 of the Geometry portion of your Math 2 course. Please follow the instructions below step-by-step in order to successfully complete this module.# Watch the video “5 – 8: Properties of Circles”. Take any notes you wish to remind you later of the key concepts, terminology, or properties. You may also use the [[../MiniModule/Vocab%20KIM.docx|KIM chart]] to take notes. Although not all the vocabulary from the KIM chart will be completed from this presentation, the rest of the vocabulary will be completed by the end of this unit.
Complete [[../MiniModule/Unit%203%20Vocabulary%20Quiz.docx|“Vocabulary Quiz”.]] Highlight your answer using the highlighter tool on the top of your toolbar. Submit your work via e-mail to your instructor before July 24, 2012 at 12:00 a.m.
Complete pages 121- 123 problems (1-25) in your textbook. Please post any questions, comments or concerns in the Module 3 Questions/Comments link. Feel free to answer your classmates’ for extra points towards the module.
Create 3 real world application problems. The application problems must include either a vocabulary definition/term or include a property from the video. [[../MiniModule/Examples%20of%20Real%20World%20Circle%20Application%20Problems.docx|Examples of Real World Application Problems]] are given. However, you may not use any of the given examples (any question that you change the numerical values or words will not be counted). After you have posted your real world application problems to the link on the module, complete the real world application problems of 3 of your classmates.
Discussion Topic: Throughout Module 3, you have learned about parts of circles and their properties. Please write a one page, double-spaced, 12pt, Times New Roman addressing the following topics:
What are key concepts to remember from this module?
If you were to give advice to a student taking this course next semester, what advice would you give them?
If you have any questions regarding this unit, describe them and provide an image or link.
If you were given a circle with a radius of 11 ft and a square was placed inside the circle with each vertex of the square touching the circumference of the circle, what would each arc inbetween the vertices measure in degrees? Explain your answer and what properties were used to solve this problem.
Assessment: There are two assessment pieces for Module 3. The vocabulary quiz will be graded (each question is worth 6.5 points out of 100 total points). Finally, the discussion topic will be based on the [[../MiniModule/DiscussionTopicRubric.docx|Discussion Topics Rubric]].
GPS: Civic rights and responsibilities GPS SS6CG2 The student will explain the structures of national governments in Latin America and the Caribbean. a. Compare the federal-republican systems of the Federative Republic of Brazil (Brazil) and the United Mexican States (Mexico) to the dictatorship of the Republic of Cuba (Cuba), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms. Standard:Reading Standards for Informational Text 6–12 Integration of Knowledge and Ideas Grade 6 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. English Language Learners: Grade Level Cluster: Grade 6-8 Framework: Summative ELP Standard: 5 - Language of Social Studies Language Domain: READING **http://wida.us/standards/ELP_StandardDetail.aspx?es=185** Multiple options for input/engagement/output including Spanish edition of key reading material and an engagement video in Spanish. Key vocabulary presented for personal glossary. Conferences with teachers will assist in identifying other vocabulary to teach. Graphic organizer of ideas available for review.
Students with disabilities: Universal design for learning with multiple options for input/engagement/output. Students with IEP or 504 plan can request specific accommodations based on their IEP or 504 plan.
Learning Objective:At the end of this lesson, you will be able to * (Comprehension Level) describe what being a US citizen means to you. Include specific examples of one right and one responsiblity in your life as a teenager.
Glossary
Pre-reading activity in journal
Personal Freedom vs Security examples
The Giver Freedom vs Security examples
Essential Questions Discussion Posting
Democracy personal example in journal
Summative Assessment in Assignment link
:Describe what being a US citizen means to you. Include an example of one right and one responsibility in your life as a teenager. May be submitted as podcast, video, written or ppt
Resources: About the Book
In Jonas' perfect world, everything is under control. There is no war or fear or pain. But when Jonas learns the truth, there is no turning back.
In a utopian community where there are no choices--where everyone has his or her place in the world assigned according to gifts and interests--the time has come for 12-year-old Jonas to become the new Receiver of Memory. He will be the one to bear the collective memories of a society that lives only in the present, where "Sameness " is the rule. But Jonas soon recognizes the losses and discovers the lie that supports his community.
He decides he will change his world--but he cannot predict how that change will come about, or what that change will mean for himself and the "newchild" Gabriel, whom he has resolved to protect.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
F. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Objectives:
At the end of this lesson, students will be able to: identify sentences as complete, fragment, or run-on.
At the end of this lesson, students will be able to: produce a paragraph using complete sentences and avoiding fragments and run-ons.
Learning Resources and Instruction:
Before you begin this mini module, think back to what we have learned about complete sentences. Create a discussion post explaining the parts that are needed to make a sentence complete. Make sure you explain each part and what its job is in the sentence.
Next watch the Brain Pop video on fragments and the Brain Pop video on run-ons. Make sure to take the quizzes at the end to check your understanding.
Now complete thePower Point presentation on fragments and run-ons. There is an important review of complete sentences at the beginning. Try your best on the review questions at the end! Note:Please stop on slide 47, Combining Sentences, we will learn about that later!
Now let’s play some review games!
Using what you know, complete the interactive review on fragments. Make sure that you use the “Get an Explanation” button even if you find the fragment correctly. This will give you extra information on why your answer was wrong or right.
Using what you know, complete the interactive review on run-on sentences
Now is your chance to show what you know. Write a paragraph on one of the following topics: My best friend is awesome because… If I could have any pet it would be…
While writing this paragraph, make sure you are avoiding those dreaded fragments and run-ons. Make sure that each sentence you write is a complete sentence! Also, remember that you are writing a fourth grade paragraph, so you must also use correct spelling, punctuation, and capitalization. Once your paragraph is complete, upload it to the course management system. .
Student Assessment:
Your paragraph will be graded using the Paragraph Writing Rubric.
Kim Hatcher's Mini Module: Public Service Announcement Project
Computer Applications I (9th & 10th Grade)
Georgia Performance Standard:
BCS-CA1-1: Students will understand and apply the social, legal, and ethical
issuess related to technology used in personal and professional endeavors.
Learning Objective:
Students will create a public service announcement about respectful and responsible use of technology and the Internet (Internet Safety) using Dvolver Moviemaker (http://www.dvolver.com/moviemaker/make.html) or Voki (http://www.voki.com/).
Student Assessment:
Your PSA will be graded using the rubric which can be found at this link.
Tina Peardon's Mini Module
8th grade Georgia History
Standard: SS8G1 The student will describe Georgia with regard to physical features and location. a. Locate Georgia in relation to region, nation, continent, and hemispheres. b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau, Piedmont, and Coastal Plain. c. Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands. d. Evaluate the impact of climate on Georgia’s development.
Learning Objective: Upon completion of these learning activities students will be able to identify the location of the state of Georgia and its five regions. Students will become familiar with physical features of Georgia and Georgia’s climate.
Learning Resources and Instructions:
Students will watch a video from Discovery Education comparing rural Heard county to the city of Atlanta.Discovery Education
Students will complete Georgia’s Geographical Scavenger Hunt using the links found on the question page and students will print and complete the scavenger hunt graphic organizer. Scavenger Hunt
Students will read A Brief History of Georgia to gain background knowledge about the evolution of Georgia’s counties.A Brief History of Georgia
Students will read Georgia: Assessing the Cost of Climate Changes to gain a better understanding of Georgia’s climate and the effects it has on Industry, Health, Infrastructure, Tourism, and Agriculture.Assesing Georgia's Climate
Students will create a narrated power point using Voice Thread. Requirements can be found on the link below. You will be required to present your Voice Thread to the class.
Student Assessment: Students will be assessed on completion and accuracy of Georgia’s Geographical Scavenger Hunt graphic organizer. Students will also be assessed on the creating and presentation of the Voice Thread using
3. Students will evaluate what an entry level salary is from the salary website. 4. Students will make a list of wants and needs for a budget - Examples - food, shelter, entertainment, etc. 5. Students will copy this google doc and this google doc spreadsheet to their Darlington School google account and share them with the instructor. Student Assessment The project will be graded using the following rubric
Name: Missy Roberts
Grade Level and Subject:8th Grade ~ Math
CCGPS:MCC8.SP1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, MCC8.SP2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
Learning objectives:The student will analyze a scatter plot by watching a video, using an interactive graph and completing a task scoring 16 out of 20 points. The student will create a scatter plot, line of best fit and a report summarizing the information scoring 16 out of 20 points.
Learning Resources and Instructions: 1. Before you begin, write a journal entry explaining “what you think a scatter plot is and what it means” before you have been taught anything about them. There is no right or wrong answer here, just give your honest opinion. 2. Watch the video on scatter plots and line of best fit ~ video 3. Download and print the Scatter Plot Worksheet from google docs, then go to the Illuminations website and follow the instructions for plotting the points, giving your best guess for the line of best fit, and then seeing what the actual line of best fit is. Then transfer this information to your worksheet to turn in. 4. Complete the task: Mineral Samples by downloading and printing the task sheet to turn in. 5. Complete the task: How Long Should Shoe Laces Really Be? By downloading and printing the task sheet. Your completed project will be turned in for a test grade. 6. Do a second journal entry telling me what you know a scatter plot and line of best fit to be now that you have studied these topics. Caution: there is a right or wrong answer now :)
Student Assessment The journal and Scatter Plot Worksheets will be turned into the teacher and graded for completion, understanding, and right or wrong. The Mineral Samples Task and How Long Should Shoe Laces Really Be? Task will be turned in and graded using the rubric.
Rachel Dutton – Online Activity
Grade and Subject: Second Grade Gifted and Talented- Journey through Space
GPS: G2CG4 Studentswill make relationships and connections among various topics and disciplines. a. Explore and develop critical thinking skills needed to understand and construct relationships. b. Explore, recognize, and understand relationships within topics and disciplines. c. Formulate thought-provoking questions to explore relationships. d. Research topics or real-world problems to develop a body of knowledge and depth of understanding beyond the Georgia Performance Standards. e. Reflect upon and communicate an understanding of relationships. f. Collaborate with peers to recognize and understand relationships within topics and disciplines.
Learning Objectives: (1) The students will be able to identify the first astronomers and explain how they studied space in order to develop a depth of understanding about astronomy. (2)The students will create an online poster that accurately describes the hypotheses of Galileo Galilei, Sir Isaac Newton, and Nicolaus Copernicus using www.Glogster.com and meet or exceed standard on all areas of the rubric.
Learning Resources and Instructions: 1. Before beginning, go to our class discussion board and reflect on the following question: How do you think we can tell that the Earth is in constant motion? Take some time to read the reflections of your classmates. Be sure to respond to at least one of your classmates. 2. Watch this video about the structure of our Solar System. Keep in mind our class reflection question.
3. Download and print this graphic organizer. You will use it to help you take notes on the early astronomers. Then, visit and read the information on the following websites. Be sure to take notes on your graphic organizer!
Then log-on the Cobb Virtual Library. Go to World Book Kids. Search for the following astronomers:
Galileo Galilei
Sir Isaac Newton
Nicolaus Copernicus
Read about each astronomer and take notes on your graphic organizer. Be sure to take notes about how each astronomer contributes to our view of the solar system. Remember: World Book Kids allows you to have the text read aloud if you need it. *Here are some extra resources that you can visit to learn more about the early astronomers. It is not required that you visit these sites.*
4. Log-on to www.Glogster.com and create an online poster about Galileo, Newton, and Copernicus. Be sure to include the most important information about each astronomer and how their findings have shaped our view of the solar system. If you need a Flip cam or digital camera for your Glog, you may check one out from me. Be prepared to present your Glog to the class.
Student Assessment:Your Glog and presentation will be graded using our class rubric.
Debbie Oakes - Mini Module
Grade and Subject: 3rd grade Science
GPS: S3CS5. Students will communicate scientific ideas and activities clearly. d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases
S3E1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat.
Investigate the transfer of heat energy from the sun to various materials.
Learning Objectives:
Students will understand that energy can be transferred between objects.
Students will describe how heat spreads from one object to another (e.g., conduction, convection, and radiation).
Students will create a concept map showing the 3 ways that heat is transferred.
When you click on the site, you can either read the material yourself or you can click the to have the material read to you.
If you click on the words in red a definition will pop up.
After each short animation, there will be two questions to answer.
You must click the “next section” area to move on.
You know when you are done when it says, “Congratulations! You have completed theThermal Energy, Heat, and TemperatureScience Object.
Click on the following link: Transfer of Heat to start answering your questions.
You can also use this website to gather more information at the following link: CCR
You may play the at this link “heat review game” when you are through for a self-assessment.
When you are finished answering your questions, please go to this link Inspirationand make a concept map which will include the following information:
3 ways how heat is transferred
definition for each
3 images showing each type of heat transfer
Student Assessment: Your Inspiration concept map will be graded by using the class rubric which can be found at this link.
Name: John Moale
Grade Level and Subject:9th Grade Science for ELLs
CCGPS:SES6 Students will explain how life on Earth responds to and shapes Earth systems.
Learning objectives:Creating & Evaluating - Students will read sections of "Hunger Games" and complete the activities. Students will create an online poster on environmental awareness for people of the "Hunger Game" universe. Students will comment on each other's work from the posters and explain how it relates to how geological and ecological processes interact through time to cycle matter and energy, and how human activity alters the rates of these processes (e.g., fossil fuel formation and combustion)..
Learning Resources and Instructions:1. Go to this link, read and review on biomes while filling out this graphic organizer. 2. Watch the effect on toxins as they move through the environment. Observe what it affects. 3. Read the first 50 pages of "Hunger Games" by Suzanne Collins. Click on the picture of the book where it says "Click to Look Inside". You can almost read the entire book, but the first 50 pages are fine. Note what her environment and lifestyle is like.4. While thinking of Task 2 & 3, look at this collection of environmental posters. Choose your best three and report why they are effective on the message board. Include the link to the poster.5. Create a basic poster using MSPaint, Photoshop, or any other paint related software, and post it on Prezi. This poster is to reflect your readings of "Hunger Games", your knowledge of biomes, and the effect of humans on a certain biome. The poster is to be a mock environmental poster warning the people of Pan-em in the Hunger Game universe to be aware of their actions of the environment. Include a textbox under your poster explaining your influence of creating the poster.6. Click on the links to two other classmates and their posters on the messageboard and leave a constructive comment which reflects your comprehension of the students' work and how it relates to human activity affecting the environment.
Student Assessment
Students will be graded based on their participation in tasks 4, 5, and 6. All of the work will be checked online through the message boards.
For task 4, students will be assessed if they have more than three sentences that describe the environmental aspect for each of the posters.
For task 5, students can explore their creativity however they like. Assessment will be given by their poster description paragraph that will be included at the bottom of each poster. The paragraph will be five sentences, utilize biome vocabulary, and be free of grammatical errors.
For task 6, students will find two other posters and comment on them. Comments should be three sentences and follows the instructions listed in task 6.
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Whitney Harris' mini-module can be found at: https://msharris1213.wikispaces.com/7480+Mini+Module-Online+Learning+Experience
GPS SS6CG2 The student will explain the structures of national governments in Latin America and the Caribbean.
a. Compare the federal-republican systems of the Federative Republic of Brazil (Brazil) and the United Mexican States (Mexico) to the dictatorship of the Republic of Cuba (Cuba), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.
Standard:Reading Standards for Informational Text 6–12 Integration of Knowledge and Ideas Grade 6
7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
English Language Learners: Grade Level Cluster: Grade 6-8 Framework: Summative ELP Standard: 5 - Language of Social Studies Language Domain: READING
**http://wida.us/standards/ELP_StandardDetail.aspx?es=185**
Multiple options for input/engagement/output including Spanish edition of key reading material and an engagement video in Spanish. Key vocabulary presented for personal glossary. Conferences with teachers will assist in identifying other vocabulary to teach. Graphic organizer of ideas available for review.
Students with disabilities: Universal design for learning with multiple options for input/engagement/output. Students with IEP or 504 plan can request specific accommodations based on their IEP or 504 plan.
- Formative assessments:
GlossaryPre-reading activity in journal
Personal Freedom vs Security examples
The Giver Freedom vs Security examples
Essential Questions Discussion Posting
Democracy personal example in journal
- Summative Assessment in Assignment link
:Describe what being a US citizen means to you. Include an example of one right and one responsibility in your life as a teenager. May be submitted as podcast, video, written or pptIn Jonas' perfect world, everything is under control. There is no war or fear or pain. But when Jonas learns the truth, there is no turning back.
In a utopian community where there are no choices--where everyone has his or her place in the world assigned according to gifts and interests--the time has come for 12-year-old Jonas to become the new Receiver of Memory. He will be the one to bear the collective memories of a society that lives only in the present, where "Sameness " is the rule. But Jonas soon recognizes the losses and discovers the lie that supports his community.
He decides he will change his world--but he cannot predict how that change will come about, or what that change will mean for himself and the "newchild" Gabriel, whom he has resolved to protect.
http://www.scholastic.com/teachers/lesson-plan/giver-lesson-plan
http://betterlesson.com/lesson/7840/previewing-the-giver
http://www.lessonplanet.com/article/language-arts/the-giver-a-novel-study
http://www.brighthubeducation.com/middle-school-english-lessons/60638-the-giver-activities/
Tollphone (2011). The Giver Book Trailer. Accessed on 7/11/2012 at http://www.youtube.com/watch?v=7ejuRDFbIOg
Tornames (2009). The Giver by Lois Lowry (Official video en HQ) Accessed on 7/11/2012 at http://www.youtube.com/watch?v=r9Od5yNLle4&feature=youtu.be
AIT (Democracy it is! Responsibilities of Citizens. (2012) Accessed on 7/11/2012 at http://www.watchknowlearn.org/Video.aspx?VideoID=19791&CategoryID=5609k
Thinkwell (201 a) Individual Freedom vs the Common Good Pt 1 Accessed on 7/11/2012 at http://www.watchknowlearn.org/Video.aspx?VideoID=20549
Thinkwell (2012b) Individual Freedom vs the Common Good Pt 2 Access on 7/11/2012 at http://www.watchknowlearn.org/Video.aspx?VideoID=20550
Erin Tyre-Mini Module
Fourth Grade Language Arts-Sentence Structure
Standard:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.F. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Objectives:
Learning Resources and Instruction:
Using what you know, complete the interactive review on fragments. Make sure that you use the “Get an Explanation” button even if you find the fragment correctly. This will give you extra information on why your answer was wrong or right.
Using what you know, complete the interactive review on run-on sentences
My best friend is awesome because…
If I could have any pet it would be…
While writing this paragraph, make sure you are avoiding those dreaded fragments and run-ons. Make sure that each sentence you write is a complete sentence! Also, remember that you are writing a fourth grade paragraph, so you must also use correct spelling, punctuation, and capitalization. Once your paragraph is complete, upload it to the course management system. .
Student Assessment:
Your paragraph will be graded using the Paragraph Writing Rubric.Kim Hatcher's Mini Module: Public Service Announcement Project
Computer Applications I (9th & 10th Grade)
BCS-CA1-1: Students will understand and apply the social, legal, and ethical
issuess related to technology used in personal and professional endeavors.
Students will create a public service announcement about respectful and responsible use of technology and the Internet (Internet Safety) using Dvolver Moviemaker (http://www.dvolver.com/moviemaker/make.html) or Voki (http://www.voki.com/).
Your PSA will be graded using the rubric which can be found at this link.
Tina Peardon's Mini Module
8th grade Georgia History
SS8G1 The student will describe Georgia with regard to physical features and location.
a. Locate Georgia in relation to region, nation, continent, and hemispheres.
b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.
c. Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands.
d. Evaluate the impact of climate on Georgia’s development.
Upon completion of these learning activities students will be able to identify the location of the state of Georgia and its five regions. Students will become familiar with physical features of Georgia and Georgia’s climate.
Students will be assessed on completion and accuracy of Georgia’s Geographical Scavenger Hunt graphic organizer. Students will also be assessed on the creating and presentation of the Voice Thread using
Cynthia Reneau’s Mini Module
7th Grade Social Studies – “Your Financial Future”
GPS – Unit 11 – Your Financial Future
https://www.georgiastandards.org/Frameworks/GSO Frameworks/SS Gr 7 Unit 11.pdf SS7E4Learning Objective - The student will explain personal money management choices in terms of income, spending, credit, saving, and investing.
Learning Resources and Instructions:
1. Students will watch this short video on making a career choice:
2. Students will go to these 2 websites and choose a career, a city and an apartment to live in:
3. Students will evaluate what an entry level salary is from the salary website.
4. Students will make a list of wants and needs for a budget - Examples - food, shelter, entertainment, etc.
5. Students will copy this google doc and this google doc spreadsheet to their Darlington School google account and share them with the instructor.
Student Assessment
The project will be graded using the following rubric
Name: Missy Roberts
MCC8.SP2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
1. Before you begin, write a journal entry explaining “what you think a scatter plot is and what it means” before you have been taught anything about them. There is no right or wrong answer here, just give your honest opinion.
2. Watch the video on scatter plots and line of best fit ~ video
3. Download and print the Scatter Plot Worksheet from google docs, then go to the Illuminations website and follow the instructions for plotting the points, giving your best guess for the line of best fit, and then seeing what the actual line of best fit is. Then transfer this information to your worksheet to turn in.
4. Complete the task: Mineral Samples by downloading and printing the task sheet to turn in.
5. Complete the task: How Long Should Shoe Laces Really Be? By downloading and printing the task sheet. Your completed project will be turned in for a test grade.
6. Do a second journal entry telling me what you know a scatter plot and line of best fit to be now that you have studied these topics. Caution: there is a right or wrong answer now :)
The journal and Scatter Plot Worksheets will be turned into the teacher and graded for completion, understanding, and right or wrong.
The Mineral Samples Task and How Long Should Shoe Laces Really Be? Task will be turned in and graded using the rubric.
a. Explore and develop critical thinking skills needed to understand and construct relationships.
b. Explore, recognize, and understand relationships within topics and disciplines.
c. Formulate thought-provoking questions to explore relationships.
d. Research topics or real-world problems to develop a body of knowledge and depth of understanding beyond the Georgia Performance Standards.
e. Reflect upon and communicate an understanding of relationships.
f. Collaborate with peers to recognize and understand relationships within topics and disciplines.
(1) The students will be able to identify the first astronomers and explain how they studied space in order to develop a depth of understanding about astronomy.
(2)The students will create an online poster that accurately describes the hypotheses of Galileo Galilei, Sir Isaac Newton, and Nicolaus Copernicus using www.Glogster.com and meet or exceed standard on all areas of the rubric.
1. Before beginning, go to our class discussion board and reflect on the following question: How do you think we can tell that the Earth is in constant motion?
Take some time to read the reflections of your classmates. Be sure to respond to at least one of your classmates.
2. Watch this video about the structure of our Solar System. Keep in mind our class reflection question.
3. Download and print this graphic organizer. You will use it to help you take notes on the early astronomers. Then, visit and read the information on the following websites. Be sure to take notes on your graphic organizer!
- First visit this website to learn more about Cosmology: http://starchild.gsfc.nasa.gov/docs/StarChild/universe_level1/cosmology.html
- Then log-on the Cobb Virtual Library. Go to World Book Kids. Search for the following astronomers:
- Galileo Galilei
- Sir Isaac Newton
- Nicolaus Copernicus
Read about each astronomer and take notes on your graphic organizer. Be sure to take notes about how each astronomer contributes to our view of the solar system. Remember: World Book Kids allows you to have the text read aloud if you need it.*Here are some extra resources that you can visit to learn more about the early astronomers. It is not required that you visit these sites.*
4. Log-on to www.Glogster.com and create an online poster about Galileo, Newton, and Copernicus. Be sure to include the most important information about each astronomer and how their findings have shaped our view of the solar system. If you need a Flip cam or digital camera for your Glog, you may check one out from me. Be prepared to present your Glog to the class.
S3CS5. Students will communicate scientific ideas and activities clearly.
d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases
S3E1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat.
2. Watch the effect on toxins as they move through the environment. Observe what it affects.
3. Read the first 50 pages of "Hunger Games" by Suzanne Collins. Click on the picture of the book where it says "Click to Look Inside". You can almost read the entire book, but the first 50 pages are fine. Note what her environment and lifestyle is like.4. While thinking of Task 2 & 3, look at this collection of environmental posters. Choose your best three and report why they are effective on the message board. Include the link to the poster.5. Create a basic poster using MSPaint, Photoshop, or any other paint related software, and post it on Prezi. This poster is to reflect your readings of "Hunger Games", your knowledge of biomes, and the effect of humans on a certain biome. The poster is to be a mock environmental poster warning the people of Pan-em in the Hunger Game universe to be aware of their actions of the environment. Include a textbox under your poster explaining your influence of creating the poster.6. Click on the links to two other classmates and their posters on the messageboard and leave a constructive comment which reflects your comprehension of the students' work and how it relates to human activity affecting the environment.
Students will be graded based on their participation in tasks 4, 5, and 6. All of the work will be checked online through the message boards.
For task 4, students will be assessed if they have more than three sentences that describe the environmental aspect for each of the posters.
For task 5, students can explore their creativity however they like. Assessment will be given by their poster description paragraph that will be included at the bottom of each poster. The paragraph will be five sentences, utilize biome vocabulary, and be free of grammatical errors.
For task 6, students will find two other posters and comment on them. Comments should be three sentences and follows the instructions listed in task 6.
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Whitney Harris' mini-module can be found at:
https://msharris1213.wikispaces.com/7480+Mini+Module-Online+Learning+Experience